S.1.6.C | TEKS Guide

Overview
Alignments

SCIENCE.1.6.C — Vertical Alignment

Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.

S.1.6.C

demonstrate and explain that a whole object is a system made of organized parts such as a toy that can be taken apart and put back together.

S.2.6.C

demonstrate that small units such as building blocks can be combined or reassembled to form new objects for different purposes and explain the materials chosen based on their physical properties.

S.3.6.D

demonstrate that materials can be combined based on their physical properties to create or modify objects such as building a tower or adding clay to sand to make a stronger brick and justify the selection of materials based on their physical properties.

Recurring themes and concepts — Connections to the content

Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.

Model the interdependence and parts of a system

A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.

The parts of a system work together to accomplish the function of the system.

Relationship between structure and function

A structure is an organized arrangement of particles, parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts. It is important to note that in kindergarten–grade 2, students focus on structures as an organized arrangement of parts within an organism or object.

The parts of a system are necessary for it to perform its function. For example, if the wheels (structure) of a toy car are removed, the car no longer rolls (function).

Cross-curricular Connections

The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.

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Math

Math.1.2.B use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

Math.1.2.C use objects, pictures, and expanded and standard forms to represent numbers up to 120

Math.1.3.B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3

Math.1.3.C compose 10 with two or more addends with and without concrete objects

Math.1.3.D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

English Language Arts and Reading

ELAR.1.1.C share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language

ELAR.1.13.C identify and gather relevant sources and information to answer the questions with adult assistance

Science.1.6.C

SCIENCE.1.6.C — Vertical Alignment

Recurring themes and concepts — Connections to the content

Cross-curricular Connections